VCE ART 2017–2021

School-based assessment reportThis report is provided for the first year of implementation of this study and is based on the School-based Assessment Audit and VCAA statistical data.

All official communications regarding the Victorian Certificate of Education (VCE) Art Study Design are provided in the VCAA Bulletin. It is recommended that teachers subscribe to the VCAA Bulletin to receive updated information regarding the study. Schools are required to alert teachers to information in VCAA Bulletins, especially concerning assessment schedules. Important Administrative Dates and assessment schedules are published on the School administration page of the VCAA website.

Unit 3

GENERAL COMMENTSThe study design should be used as the main source of assessment, and is supported by any other material found on the VCE study page for VCE Art.

Observations of School-assessed Coursework throughout the School-based Assessment Audit process were generally positive. The tasks presented students to demonstrate their understanding of the Analytical Frameworks and their application to specified artists and artworks. Overwhelmingly, teachers elected to use short answer questions and extended responses to establish the key skills and knowledge required by students for this outcome.

As in the past the majority of teachers continue to nominate selected pre- and post-1990 artists with a small selection of schools allowing students to choose artists that inspire or support their conceptual approach within the School-assessed Task.

The task/s and support information provided for audit by teachers were in most cases adequate. Some teachers simply provided photocopies from textbooks and pages directly from the study design and Advice for Teachers. This does not sufficiently satisfy the requirements of the audit as the panel is reviewing how a teacher uses these materials in planning a teaching and learning program.

Teachers must be aware that when designing tasks they should take into consideration the needs and abilities of their students, all key knowledge and skills of each Area of study, and create a task that provide sufficient depth and breadth to allow students to demonstrate understanding of the key knowledge and skills.

The School-assessed Task section of the Audit questionnaire acknowledged that the majority of students are working in traditional artforms such as painting, printmaking, drawing and sculpture, and commence the art process with brainstorming, exploration and development of ideas through found imagery and inspirational artists.

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Teachers must ensure they are completing both the Authentication Record and the Teacher Additional Comment Sheet on a regular basis to inform student progress and provide genuine feedback. Both forms can be found in the VCE Art: Administration information for School-based Assessment in under Assessment on the VCE Art study page.

Specific information

Unit 3 School-assessed Coursework

Outcome 1On completion of this unit the student should be able to use the Analytical Frameworks to analyse and interpret artworks produced before 1990 and since 1990, and compare the meanings and messages of these artworks.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Key knowledge

contexts of artworks produced before 1990 and since 1990 the characteristics of artworks produced before 1990 and since 1990 the Structural Framework, the Personal Framework, the Cultural Framework and the

Contemporary Framework resources available to support research of selected artists and artworks terminology used in the analysis, interpretation, comparison and contrast of artworks.

Key skills

compare the contexts and characteristics of artworks produced before 1990 with artworks produced since 1990

apply the Structural Framework, the Personal Framework, the Cultural Framework and the Contemporary Framework to the analysis and interpretation of the meanings and messages of artworks

substantiate interpretations of artworks with evidence taken from the artworks themselves and with reference to a range of resources

use appropriate terminology in the analysis, interpretation, comparison and contrast of artworks.

Teachers were able to select from a number of task types.

Any one or a combination of the following tasks:

a written report an extended response short responses structured questions an annotated visual report a response using digital technologies an oral presentation with documented evidence.

School-assessed Coursework tasks observed in the audit were generally well received with the majority of teachers nominating the artists. The selection of artists was generally not wide ranging with teachers electing to study well known and documented popular artists. It

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was encouraging to see some teachers selecting more contemporary practicing artists for study, particularly with the change in this Area of study to address artists who have been practicing post-2000.

Most tasks addressed the use of all Analytical Frameworks to analyse and interpret the artworks selected. The more successful tasks demonstrated that students were required to use the questioning to assist in the application of the Analytical Frameworks on Pages 10 and 11 of the study design. The extended response questions provided students with the scope to apply the Frameworks.

When designing the task teachers must ensure it is appropriate and covers all key skills and knowledge. The task must be achievable for students at all levels of ability and allow them to demonstrate at the highest level. It is recommended that the individual teacher create the task using the study design and Advice for Teachers to suit their specific cohort. The task should not be used from previous years unless significant changes in the artists studied have been implemented. It is advantageous for teachers to change the artists for study from year to year, which complies strictly with authentication requirements.

Most tasks provided students with open-ended questions, which encouraged a full and meaningful answer, applying the learnt knowledge to compare the artists and artworks. A limited number provided closed questions that restricted the student’s ability to demonstrate their understanding of the key knowledge and skills and the application of the Analytical Frameworks.

The most common task type was an extended response.

Teachers must be aware that under VCAA policy drafting is not allowed. Teachers should provide alternative practice questions and/or tasks in order to provide students with genuine feedback in preparation for the School-assessed Coursework task. Most audit responses provided the panel with information about resources and worksheets that provided students with information on the artists and artworks to analyse and interpret.

School-assessed Coursework tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Schools must ensure that the scheduling of the task within the Unit 3 timeline allows for sufficient teaching and learning time.

AssessmentAssessment was generally appropriate to the tasks used. The majority of responses and samples provided indicated that teachers were using the performance descriptors exactly as provided in the Advice for Teachers. It is advisable that these descriptors be applied to the task set to provide students with feedback on their performance. The application of the descriptors to the task must be clearly acknowledged. Some teachers had achieved this by creating their own assessment rubric using the performance descriptors and key knowledge and skills to inform the criteria specific to the task designed.

Schools are required to provide the VCAA with a numerical score representing the student’s achievement from a possible 30 marks. The means of assessment must ensure that equal weighting is given to the criteria allowing students to achieve a balanced result. In some examples this was not the case and the student was disadvantaged. Schools must ensure that assessment addresses the key knowledge and skills as identified in the study design.

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Outcome 2On completion of this unit the student should be able to use the art process to produce at least one artwork, and use the Analytical Frameworks to document and evaluate the progressive development and refinement of their artistic practice.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

Key knowledge

the art process relevant to materials, techniques, processes and art forms artistic practice that explores and experiments ideas, concepts, materials, techniques

and processes visual language that reflects imagination and the development of concepts and skills techniques and processes to develop effective visual language selected and identified Analytical Frameworks as a guide for reflective annotation terminology used in documentation, annotation, reflection and evaluation.

Key skills

make and document the development of creative personal responses using the art process to explore, investigate and experiment with materials, techniques, processes and art forms

explore, develop and refine ideas and personal concepts manipulate techniques and processes to develop artworks reflect on and document personal ideas and concepts employ the language of selected and identified Analytical Frameworks to support

reflective annotation document and evaluate the development and refinement of work using appropriate

written and visual material produce at least one finished artwork.

The audit provided some insight into the School-assessed Task for Unit 3. The majority of students continue to use mind maps, brainstorms and sources of influence as starting points. Students must ensure that any found imagery and source of influence is acknowledged appropriately.

The understanding and successful application of Visual Language has improved from previous audits. Teachers should be aware of the definition and its application in the cross study specifications on page 13 of the study design. Teachers can explain how visual language is used throughout the art process in exploration, development and refinement of materials, techniques and processes.

Students must select and clearly identify the Analytical Frameworks most appropriate to the critical evaluation and personal reflection on their thinking and working practices. It may assist students to create a key, use headings or colour code, highlighting key language and phrases to provide evidence for assessment purposes. However, the application of Analytical Frameworks in annotation should be written with clear intent and not highlighted in retrospect. Teachers are encouraged to support their students to understand the construct of the Analytical Frameworks by ensuring they are familiar with the appropriate sections of the VCE Art Study Design 2017–2021.

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Teachers were able to provide clear timelines of teaching and learning activities for the School-assessed Task in Unit 3. However, schools must be aware of the Assessment Schedule published by the VCAA annually and the Important Administrative Dates for entry of student scores into VASS. In 2017 there was a change to entry of scores for Criteria for Unit 3 and many schools had students completing the unit past the deadline of entry into VASS.

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Unit 4

GENERAL COMMENTSThe content presented for the Unit 4 Audit generally met the outcomes and were compliant with the requirements of the study. The School-assessed Coursework tasks offered were appropriate to the key skills and key knowledge outlined in the outcome and allowed students to respond with depth and breadth.

It was evident that most teachers elected to choose the Art idea on behalf of the students and created a statement from which the students applied the Analytical Frameworks to fully develop a viewpoint. Some schools permitted students to select their own Art idea and develop personal statements that allowed them to undertake research and present a response using the Analytical frameworks as a construct. Other schools created a list that predetermined three or four Art ideas that students could select from, allowing teachers to be prescriptive, while giving students some element of choice to personally engage with the idea.

Teachers used various approaches to meet the requirements of the task. Students were largely presented with an Art idea statement and were asked to respond using the Analytical frameworks, selected artworks and commentaries to support their understanding and viewpoint.

It is important to note that when designing the task/s teachers should take into consideration the needs and abilities of their students and their capacity to access appropriate research materials that are applicable to the task and the selected Art idea.

The School-assessed Task section of the Audit illustrated that students were continuing their explorations from Unit 3. Students were further developing their thinking and working practices using the Analytical frameworks to support their work. Students worked in a wide range of mediums and responding to varied conceptual and technical explorations.

Teachers must ensure that all Authentication Records and Teacher Additional Comments Sheets are completed at appropriate times throughout the duration of the course.

The revised VCE Art Study Design 2017–2021 includes definitions of key terminology and an overview of the Analytical Frameworks in the Cross-study specifications. Most audit submissions had acknowledged changes in specific language and reflected these in their coursework however a few schools had not updated their materials to reflect the new language. It is imperative that teachers remain vigilant in accessing and reading all aspects of the study design and supporting documents and that their teaching resources reflect this.

The Cross-study specifications along with all outcomes in Units 3 and 4 are examinable. Teachers should ensure that students are able to demonstrate this knowledge throughout the learning outcomes.

Unit 4 School-assessed Coursework

Outcome 1

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On completion of this unit the student should be able to examine and analyse an art idea and its related issues to inform their viewpoint.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Key knowledge

ideas and issues expressed in viewpoints and attributed commentaries about the meanings and messages of artworks

connections between the artwork/s, viewpoints and commentaries in relation to an art idea and related issue that explores the role of art in society

a range of relevant resources to support research opinions and viewpoints in attributed commentaries about an art idea and related issues

that explores the role of art in society terminology used in discussion relevant aspects of the Analytical Frameworks.

Key skills

develop a statement that defines an art idea and related issues regarding the role of art in society

analyse a range of viewpoints in relation to the identified idea and related issues use commentaries and viewpoints from a range of resources to examine and evaluate

interpretations about an art idea and related issues develop a personal point of view about an idea and issue regarding art in society and

support it with evidence and reference to the viewpoints of others refer to relevant artwork/s and a range of attributed commentaries to support viewpoints use appropriate terminology use relevant aspects of the Analytical Frameworks.

Any one or a combination of the following tasks:

a written report an extended response short responses structured questions an annotated visual report an oral presentation with visual evidence a presentation using digital technologies.

School-assessed Coursework tasks generally remained consistent with previous audits. Teachers commonly opted to outline the Art idea and provide students with a selection of artworks and commentaries to assist in the development of their understanding and viewpoints. Other approaches included a shortlist outlining three or four potential Art ideas that students were able to select from. Some schools encouraged complete autonomy with students selecting an art idea that either interested them or supported their conceptual approach throughout the School-assessed Task.

The tasks themselves varied in their approach. Art statements were generally provided and required the student to respond using either a selection of the Analytical frameworks or responding in short answer to all. Teachers should be conscious of creating a task that is only inclusive of short answer questions and should ensure that the task provides students the opportunity to respond in depth to the ideas raised and provides the opportunity to

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achieve in the very high category of all criterions. Tasks that did not allow students the opportunity to demonstrate all aspects of the learning outcome included superfluous questions that did not reflect the key skills and knowledge.

It is important to note that drafting is not permitted. Teachers referred to drafting on several occasions throughout the audit. Students should be given the opportunity to receive genuine feedback prior to the assessment through practice tasks but under no circumstances are they to undertake a draft.

It is the schools decision to determine how students will undertake the School-assessed Coursework task. Schools generally elected structured questions, short answer and extended responses in an examination format. Fewer schools than in the past enabled students the opportunity to undertake an open book approach.

School-assessed Coursework tasks must be part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Schools must ensure that the scheduling of the task within the Unit 4 timeline allows for sufficient teaching and learning time.

Assessment

Assessment was generally appropriate to the tasks. The majority of responses and samples provided indicated that teachers were using the performance descriptors exactly as provided in the VCE Art Advice for Teachers. Teachers are encouraged to acknowledge the descriptors and key knowledge and skills in developing a rubric specific to their task.

Schools are required to provide the VCAA with a numerical score representing the students achievement from a possible 30 marks. The means of assessment must ensure that equal weighting is given to the criteria allowing students to achieve a balanced result. In some examples this was not the case and the student was disadvantaged. Schools must ensure that assessment addresses the key skills and knowledge as identified in the study design.

Cross marking is essential to fair and equitable assessment. It was encouraging to see most schools had employed approaches to moderation. Effective moderation ensures consistent and defensible judgments about student achievement. Teachers should be transparent in their discussions and understanding of performance descriptors and the expectations about the type of responses that will provide evidence of achievement levels.

Students should be provided with genuine and authentic feedback after the completion of the task in order to review their understandings and application of the key skills and knowledge prior to the end of year examination.

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Outcome 2

On completion of this unit the student should be able to apply the art process to progressively communicate ideas, directions and personal concepts in a body ofwork that includes at least one finished artwork and use selected aspects of the Analytical Frameworks to underpin reflections on their art making.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

Key knowledge

materials, techniques, processes and art forms appropriate to art making the application of visual language to resolve and realise concepts in artworks artistic practice to refine, resolve and realise concepts in artworks development, refinement and resolution of ideas, techniques and processes visual language that communicates the development and refinement of skills,

techniques and processes the Analytical Frameworks for the reflective annotation of artworks terminology used in documentation, annotation and evaluation.

Key skills

make artworks through exploring, investigating and experimenting with materials, techniques and processes relevant to selected art forms

develop, refine and reflect on ideas and personal concepts throughout the art process manipulate visual and technical qualities to produce visual imagery and resolve artistic

ideas and concepts document the development, refinement and resolution of artworks using appropriate

written and visual material employ the language of the Analytical Frameworks to support reflective annotation and

evaluation produce at least one finished artwork. A body of work that presents explorations within selected art forms and that clearly

demonstrates the development of the student’s thinking and working practices. The progressive realisation and resolution of the body of work reflects personal concepts, ideas, directions, explorations, aesthetic qualities and technical skills, and includes at least two finished artworks that resolve the student’s intentions.

Evidence provided for the Coursework Task for Unit 4 indicated that students were continuing with the evolution of concepts and techniques from Unit 3.

It was encouraging to see a shift away from curated plastic pocket folders and a move towards a visual diary that enabled students to present a progressive and authentic exploration and development of their thinking and working practices. For authentication purposes, where possible, pages in the visual diary should be dated, numbered and initialled by the teacher during feedback and authentication discussions.

Visual Language as outlined in the cross study specifications is an integral component of artistic practice and refers to the communication of ideas through experiences, images and objects. The panel noted that the application and understanding of this aspect of the study had greatly improved.

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Students are expected to clearly identify final works from Unit 3 and the commencement of Unit 4 but this does not need to create a distinction in the continuation and evolution of the exploration. Students could simply acknowledge Unit 4 with a label or heading and continue with the existing undertaking. The investigations and personal explorations of Unit 3 may be continued in Unit 4 or new directions explored, having evolved from the previous investigations in Unit 3. It is important to note that a new visual diary or book is not required for the commencement of Unit 4; in fact the separation is discouraged. The panel recommends the continuation of the selected format engaged in Unit 3.

Students continued to select the appropriate aspects and language of the analytical Frameworks to reflect on and annotate their work in an informed manner. Students generally applied a key structure but it was noted by the panel that students were annotating the work as a reflection and not in real time. Reflective annotation should be completed in real time and teachers should discourage the practice of labelling annotations in retrospect. As part of teaching and learning, the inclusion of the questions outlined in the cross study specifications may assist students to demonstrate the higher order thinking needed to complete annotations that are representative of higher criteria.

Teachers must use the Authentication Record and Additional Comment Sheet to sight and monitor the development and progress throughout the unit to authenticate the work as the student’s own. Teachers had increasingly engaged with this as a teaching and learning tool during authentication and feedback meetings with students.

Students must acknowledge all source imagery and information used to support the development of their ideas. Framing of artwork is not necessary and may interfere with the assessment of the finished piece. If a student is considering the framing of their work they must clearly document the consideration in the visual diary.

It was noted that several submissions required students to complete an initial written exploration of potential ideas or explorations followed by an evaluation document at the conclusion of the unit. It must be noted that neither of these are required and are not reflective of the VCE Art Study Design.

Assessment

The School-assessed Task Assessment Sheet can be found on the VCE Art study page under VCE Art: Administrative information for School-based Assessment. Please note that this is reviewed every year and is published at the commencement of the current year of study.

The School-assessed Task contributes 50% of the students overall study score. Criteria 1 to 5 are applied at the conclusion of Unit 3 and are to be submitted to the VCAA. Teachers must ensure they are aware of submission dates. Criterion 6 to 10 is then applied to the complete body of work.

Cross marking should be employed to provide students with fair and equitable assessment.

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